In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engages in their classes as rituals. Take this opportunity to consider this chapter in light of some of the the other experiences that you've had this semester to answer at
least three of the following questions:
1.) What elements of the game of school are you seeing in your placements?
2.) How have you seen teachers fight the game of school in their classes?
3.) What features can you plan into your units that might discourage the GOS?
4.) Finally, what impacts will this description of the GOS have on your own approach to teaching as expressed in your teaching philosophy?
Observation/Reflection:
“It’s as though by the middle of first grade they’ve already figured out that school-or at least homework- is a trick, something to learn how to get around.” This quote in Ron Fried’s Game of School hit home as I did this all throughout my academic career until now. I have always been a poor reader and if any reading assignments were given I would find a way to get around it. I always passed but never really took anything away from the assignments except for figuring out how to beat the system. It is a skill in itself, but one that can detract from real growth in learning a skill such as reading, writing and analyzing.
There are many students like myself in schools today who will always look for a way to beat a system or game. Both of my cooperating teachers fight the game of school in their classes everyday. Mr. Borgueta assigns work that must be done thoroughly as students perform labs with little direction. This stretches students to think about how to set up their labs, figure out the variables, conduct the lab with controls and analyze the results. Although there is a particular format students follow to write up their lab, the freedom to conduct the lab with little direction helps to fight students beating the game. Furthermore, Mr. Borgueta assigns fun homework assignments as students must read a short article on a particular topic, watch a fun video, and then write about what they learned. Based on what students write about Mr. Borgueta either clarifies any misconceptions or moves to the activity for the day. By providing engaging material that is relevant, Mr. Borgueta curbs students from beating the system.
Mr. Haggerty has grapple exercises where he presents them with a quote or a problem that they have not seen before. Students are then expected to work on the problem with little direction. This allows them to think for themselves in order to construct an answer whether it is right or wrong. Additionally, Mr. Haggerty has creative final assignments that give students the freedom to think creatively. One example is how students needed to create a poem/rap about the universe and stars. This element incorporated writing, rhyming and covered the content thoroughly. This was another assignment that becomes hard to beat, as you need to think about it before just writing. Furthermore, Mr. Haggerty allowed students to present the material and had other students provide meaningful feedback for corrections.
I would like to incorporate all of these techniques into my teaching that so students like myself do not passively learn simply by getting their work done. By preparing assignments and activities that capture student’s attention disruptive and students unwilling to work may decide to participate in learning. By getting all students to participate and remain on task more individual attention can be given to everyone. Additionally, by allowing students the freedom to be creative and engage in meaningful learning activities, I hope to fight the game of school student’s play. After reading Game of School I have a better understanding of the obstacles I may face and what to look for. Through understanding this I can adapt and make necessary changes in my teaching to make sure everyone is on the same playing field. Part of my teaching philosophy involves teaching students how to understand their thinking. This fits in perfectly with beating the game of school concept.
In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engages in their classes as rituals. Take this opportunity to consider this chapter in light of some of the the other experiences that you've had this semester to answer at
least three of the following questions:
1.) What elements of the game of school are you seeing in your placements?
2.) How have you seen teachers fight the game of school in their classes?
3.) What features can you plan into your units that might discourage the GOS?
4.) Finally, what impacts will this description of the GOS have on your own approach to teaching as expressed in your teaching philosophy?
Observation/Reflection:
“It’s as though by the middle of first grade they’ve already figured out that school-or at least homework- is a trick, something to learn how to get around.” This quote in Ron Fried’s Game of School hit home as I did this all throughout my academic career until now. I have always been a poor reader and if any reading assignments were given I would find a way to get around it. I always passed but never really took anything away from the assignments except for figuring out how to beat the system. It is a skill in itself, but one that can detract from real growth in learning a skill such as reading, writing and analyzing.
There are many students like myself in schools today who will always look for a way to beat a system or game. Both of my cooperating teachers fight the game of school in their classes everyday. Mr. Borgueta assigns work that must be done thoroughly as students perform labs with little direction. This stretches students to think about how to set up their labs, figure out the variables, conduct the lab with controls and analyze the results. Although there is a particular format students follow to write up their lab, the freedom to conduct the lab with little direction helps to fight students beating the game. Furthermore, Mr. Borgueta assigns fun homework assignments as students must read a short article on a particular topic, watch a fun video, and then write about what they learned. Based on what students write about Mr. Borgueta either clarifies any misconceptions or moves to the activity for the day. By providing engaging material that is relevant, Mr. Borgueta curbs students from beating the system.
Mr. Haggerty has grapple exercises where he presents them with a quote or a problem that they have not seen before. Students are then expected to work on the problem with little direction. This allows them to think for themselves in order to construct an answer whether it is right or wrong. Additionally, Mr. Haggerty has creative final assignments that give students the freedom to think creatively. One example is how students needed to create a poem/rap about the universe and stars. This element incorporated writing, rhyming and covered the content thoroughly. This was another assignment that becomes hard to beat, as you need to think about it before just writing. Furthermore, Mr. Haggerty allowed students to present the material and had other students provide meaningful feedback for corrections.
I would like to incorporate all of these techniques into my teaching that so students like myself do not passively learn simply by getting their work done. By preparing assignments and activities that capture student’s attention disruptive and students unwilling to work may decide to participate in learning. By getting all students to participate and remain on task more individual attention can be given to everyone. Additionally, by allowing students the freedom to be creative and engage in meaningful learning activities, I hope to fight the game of school student’s play. After reading Game of School I have a better understanding of the obstacles I may face and what to look for. Through understanding this I can adapt and make necessary changes in my teaching to make sure everyone is on the same playing field. Part of my teaching philosophy involves teaching students how to understand their thinking. This fits in perfectly with beating the game of school concept.